Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students

Pharmacology Research & Perspectives

Domenica Altavilla¹  Vincenzo Arcoraci²  Francesco Squadrito²  Alessandra Bitto²  Letteria Minutoli²  Angela Alibrandi³  Vincenzo Fodale⁴  Olivia Penna⁴  Antonio Amato⁴  Rosario Bruno⁴  Vincenzo Francesco Tripodi⁴  Paola Santalucia⁵  Pier Luigi Ingrassia⁶ 

[1] Department of Biomedical and Dental Sciences and Morphofunctional Imaging University of Messina Messina Italy;Department of Clinical and Experimental Medicine University of Messina Messina Italy;Department of Economics Unit of Statistical and Mathematical Sciences University of Messina Messina Italy;Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi” Section of Anesthesiology University of Messina Messina Italy;IRCCS Centro Neurolesi Bonino‐Pulejo Messina Italy;SIMNOVA Simulation Centre in Medicine and Health Science University of Piemonte Orientale Novara Italy;

关键词: clinical skills;    medical education research;    pharmacology;    simulation;   

DOI  :  10.1002/prp2.449

来源: DOAJ

【 摘 要 】

Abstract The purpose of the study was to determine whether low‐high fidelity medical simulation improves learning and long‐lasting retention of pharmacology knowledge, compared to lecture alone, in undergraduate medical students. Ninety students, before a 45‐minute lecture, were randomized into three groups ‐ sham (S), low (LF), and high fidelity (HF) simulation ‐ to participate in an interactive simulation session. To evaluate immediate and long‐lasting retention, a 20‐item structured questionnaire on inotropic agents was administered to 90 students before and after a 45‐minute lecture, after simulation, and 3 months later. In all groups, the rate of correct answers increased after lecture, while no difference was observed between different groups (P = 0.543). After simulation, students in the HF group provided more correct answers compared to S or LF group (P > 0.001). After 3 months, a significant decrease in the number of correct answers was observed in S (P < 0.001) and LF (P < 0.001) groups, but not in the HF group (P = 0.066). Moreover, HF simulation resulted in an increased number of correct answers compared to the LF (P < 0.001) or S simulation (P < 0.001). These data suggest that advanced medical simulation teaching applied to pharmacology is associated with more effective learning and long‐lasting retention compared to lecture alone.

【 授权许可】

Unknown